Bilingual Instruction in Middle School Science Classrooms: A Privilege or a Disadvantage?

• In Event: 16.056 - Roundtable Session 4
  In Roundtable Session: 16.056-3 - Bilingualism and Biliteracies in and out of the Classroom

Abstract

This study examined classroom discourse in bilingual middle school science lessons in Thailand. Discourse characteristics and opportunities to learn (OTL) science and English were investigated focusing on teacher questions, student responsiveness and teacher-student interaction patterns. Results suggest that the teacher did not provide different amounts of OTL science and English when using different languages. However, students seemed to make use of OTL science in Thai more than in English. Results provide descriptive information about bilingual classroom discourse useful for future research in similar contexts. The study reveals discourse strategies in using two languages to teach content that can be useful in developing teacher professional development.

Author

• Natpat Chanjavanakul, University of California - Los Angeles